Re-evaluations

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What's Required
The LEA must ensure that a reevaluation of each child with a disability is conducted ( 34 CFR 300.303(a) and 20 USC
1414(a)(2)(A) ).

A reevaluation is not required (but a SUMMARY OF PERFORMANCEis required) before the termination of a child's eligibility due to ( 34 CFR 300.303(a)(2) and 20 USC 1414(c)(5)(B)(i)):

A reevaluation must occur:

What We Do
BEGINNING OF THE SCHOOL YEAR
  • Each evaluation specialist is responsible for compiling the list of students needing reevaluation within the school year.
  • The evaluation specialist and department chairperson will review folders, Chancery SIS and EasyIEP to determine which students need a 3-year reevaluation for the school year.

DATA COLLECTION
  • The department chairperson and/or the student's case manager is responsible for collecting evaluations and information provided by the parents, current classroom-based, local, and/or state assessments, classroom-based observations by the teachers and related service providers, and health information provided by the school nurse.
  • General education and/or special education personnel forms may be completed by multiple sources.
  • Any personnel with relevant information concerning the student will be asked to complete, sign, and date the form.
  • The person completing the form should address those competencies about which they have direct knowledge and/or observation.
  • Information from parents should be sent home for completion by the parent(s)/guardian(s).
  • A line for parent signature and date is provided.
  • If the information is not returned within a reasonable time frame (5 to 7 days), the department chairperson or their designee will contact the parent to schedule an interview.
  • The school nurse and/or nurse consultant completes the health information form (all relevant health information should be addressed).

AUDITORY OR VISUAL IMPAIRMENT
  • In the event the student has previous identifications of auditory impairment (AI), visual impairment (VI), or deaf/blindness (DB), the AI or VI itinerant teacher, in conjunction with the nurse consultant, will complete these areas secondary to the general assessment of the school nurse.
  • Upon completion of the forms, the evaluation specialist, department chairperson, and representatives of appropriate disciplines will schedule a conference to review the data. If the student is AI and/or VI, an AI and/or VI teacher must be included.

REVIEW OF DATA
  • Based on the available data, the determination of the need for a formal evaluation is made.
  • If the decision is to evaluate, the department chairperson will send home the Notice of Full and Individual Evaluation and Test Description and Consent for Full and Individual Evaluation.
  • If the decision is to continue the current disability identification, the evaluation specialist will complete the Full and Individual Evaluation Report and the appropriate Documentation of Disability forms and attach it to the data collected as documentation. This information is placed in the student’s special education eligibility folder.
  • The evaluation specialist should finalize the FIE in FIE Writer two weeks prior to the ARD/IEP meeting.
  • The department chairperson will schedule an ARD/IEP committee meeting, at which time the evaluation specialist will review the reevaluation data.
  • Both the FIE and the ARD/IEP meeting need to be finalized by the FIE due date.

ARD/IEP COMMITTEE
  • The ARD/IEP Committee must include persons needed to establish eligibility for specific disabilities.
  • For VI students, a representative of the Programs for the Visually Impaired must be present.
  • For AI, a representative from the Program for the Deaf and Hard of Hearing must be a part of the ARD/IEP Committee.
  • In determining whether or not additional data is needed, the committee should consider the following:
    • The specific disability: Certain disabilities may change over time and require formal evaluation to substantiate developmental changes.
    • Whether the student has been reevaluated previously: It is recommended that a formal reevaluation be conducted twice, at both the elementary and secondary level, and/or prior to transitioning from elementary school to middle school and from middle school to high school.
    • Age of the student: Each case should be considered on an individual basis.
    • Emotional/behavioral factors: Behavioral considerations should be documented in various settings for all students. Specific documentation and appropriate and current evaluations will impact future decisions if a Manifestation Determination Review (MDR) is needed.
    • Special education services and supports provided: Special education services and supports that are in place and the effect of eliminating, reducing, or changing those services should be considered.
    • Instructional demands of grade level standards: A major consideration should be the degree to which the student is able to meet the instructional demands of grade-level standards without special education and related services.

PARENTS
  • The parent/guardian’s right to request a formal evaluation always overrides the committee’s decision to continue the disability identification.
  • If the parent is not a participant in the ARD/IEP Committee’s decisions, the committee notifies the parent of the determination and the reasons for it.
  • The parent has the right to request a formal evaluation to determine whether the student continues to be a student with a disability.

Evaluating Transfer Students
Prior Written Notice and Request for Consent

Forms
Resources